5. Home
Objective
Introduction
Lesson 1
Lesson 2
Test Your Self
Challenges
Strengths: Weaknesses:
•Faculty diversity
•Instructional design experience that
exist internally
•Plenty of Available technology
•Currently developed & successful
courses
•Student demand
•Lack of faculty support
•Lack of Instructional Technology &
Design support
•Inadequate courseware development
•Not well equipped to compete with
existing online colleges
11. Strategy
Gane’s Model
8 Step eLearning Development Strategy
• Collect (Scope)
• Data and ensure feasibility
• Gather requirements
• Evaluate (Analyze)
• Methods needed to distribute learning
• Technology vs. users
• Create (Design)
• Course content, and objectives
• Work with subject matter experts
• Improve (Develop)
• Quality control
• Informal evaluations
• Test (Pilot)
• Internal Alpha testing
• External Beta testing
• Implement (Deliver)
• Distribute content
• Response gathering
• Assess (Evaluate)
• Measure learning
• Viable solution
• Sustain (Maintain)
• Update and maintain materials
• Stay current with instructional strategies
12. Strategy
Model in Action
1. Scope = collect – Military Students
2. Analyze =evaluate – Video Lectures
3. Design =create – Segmented Videos
4. Develop =improve – Video and Digital Media folks
5. Test = test – Military Students not deployed
6. Deliver = implement – Launch using Moodle & Sever
7. Evaluate = assess – Student Survey at end of course
8. Maintain =sustain – Run twice & cycle out for improvement
15. References
Broadbent, B. (2002). The ABC's of e-Learning reaping the benefits and avoiding
the pitfalls. Kindle Edition, San Francisco, CA: Jossey-Bass/Pfeiffer.
Feenberg, A. (1999). Reflections on the Distance Learning Controversy. Canadian Journal Of
Communication, 24(3). Retrieved from http://www.cjc-
online.ca/index.php/journal/article/view/1110/1016
Grasha, A. (n.d.). Teaching styles and instructional uses of the
World Wide Web. Retrieved December 21, 2012, from Indiana State University
website: http://www.indstate.edu/cirt/id/pedagogies/styles/tstyle.html
Medárová, V., Bureš, V., & Otčenášková, T. (2012). A Review of Obstacles to Successful e- Learning
Deployment in SMEs. Journal Of Innovation Management In Small & Medium Enterprises, 1-9.
doi:10.5171/2012.715039
Messamore, A. (2011, September 21). Lecture teaches faculty new teaching
methods. The Daily Texan. Retrieved from http://www.dailytexanonline.com/
news/2011/09/21/lecture-teaches-faculty-new-teaching-methods
Rosenberg, M. J. (n.d.). Strategy matters [Foreword]. In K. Moore, F. Hanfland, P. Shank, L. Young, L. Dublin,
R. Watkins, & M. Corry (Authors) & B. Brandon (Ed.), The elearning guild's handbook of elearning
stategy (pp. III-V).
Editor's Notes
Implementing eLearning at Northwest Vista will require that we create opportunities that begin to move suitable face-to-face learning to an eLearning environment. Today’s learners are no longer the typical fresh out of high school senior dragging into an eight o’clock class twenty minutes late because they were out partying the night before. In order to provide learners with opportunities that empower and provide individuals with the ability to achieve success at all levels eLearning needs to be accessible (Medárová, Bureš, & Otčenášková, 2012). Today a majority of the college’s student population is made up of infrequent learners such as single parents, working professionals, dual credit students, and returning students. These students do not have the luxury and time to attend traditional face-to-face classes. Therefore creating an alternative plan that will allow these types of students to achieve their learning goals is part of this presentation today.
ELearning is beneficial because of its flexible nature where the rigid face-to-face learning does not easily lend its self to the following:Flexible learning: Students are given the flexibility and ability to learn on their own time. Instructors are given the flexibility not just in when they can teach but how they teach through the use of various technologies.Cost Reduction: Lessening travel expenses are also attractive to online learners. Increased Reach: The ability to reach a larger audience base is also something that colleges seek when they are looking at enrollment numbers. Utilizing instructors who normally would teach 4 classes which required them in the past to physically be in the classroom now are able to take on other duties while teaching from the comforts of their own home.Increased performance: Faculty can also perform other functions that normally would require them to take additional time off or sacrifice weekends. The workforce benefits from online learning because they can have employees remain in current positions without taking time off from work while they are learning new things.The transition from face-to-face learning is a necessary step for this organization to remain true to its mission of providing opportunities for success. Providing opportunities for the infrequent student to gain access to frequent learning opportunities not only supports the college’s mission but also aligns with the strategic plan.
As with the implementation of anything new there are always challenges to be expected.
Implementing eLearning is not an easy task nor is it a one size fits all solution. Institutions who implement eLearning will experience their share of faculty skepticism, administration involvement, and technology setbacks (Feenberg, 1999). The biggest challenges that will be encountered while implementing eLearning at NVC will include faculty, technology, and courseware. Faculty: Faculty will encounter learning curves. The college’s eLearning champions will need to constantly be identified. Since a faculty members “shelf-life of knowledge” is not very long as new technologies emerge left and right (Messamore, 2011). Faculty and institutions will need to be prepared to learn new ways and acquire skills that will make them versatile. Getting individuals to quit resisting to change and past their own opinions will be a challenge in any institution. Faculty and institutions will need to be prepared to learn new ways and acquire skills that will make them versatile.Technology: Providing technical support for students and faculty that is specific to the various technologies will be some of the many components needed to ensure eLearning success. Technology costs can be a challenge but also be overcome through the use of alternative equipment that is inexpensive and freeCourseware: Course content conversion will require thoughtful consideration and faculty awareness on the importance of matching up the different types of learning with their course materials. “ELearning is more than just converting your MS Word documents to HTML or PDF and posting them on the Internet or the company intranet” (Broadbent, 2002, p. 723). Various technical skills are required in order to create course materials conducive to learning. Using technology to deliver instruction requires pedagogical content knowledge and technological knowledge that is specific to the subject matter. In order to properly blend e-learning with conventional methods faculty will need to live in the e-learning world and receive training.
The approach to eLearning will require a paradigm shift of past teaching experience and a “realistic understanding of the strengths and weaknesses of e-learning” (Broadbent, 2002, p. 516). Anthony Grasha , professor of psychology at Indiana State University defined that individual teaching styles such as expert, delegator, formal authority, personal model, and facilitator, should not all exist in the eLearning environment. What this means is that simply moving traditional teaching styles into the online environment will not be sufficient. Some teaching styles are not conducive in the eLearning environment therefore a one size fits all approach will also provide challenging. Combining teaching styles such as formal authority, personal model, and facilitator will create an environment where students are lead to learn through exploration, explanation, and practice. Which aligns with the informal, leader-led, self-paced, and performance support tools types of e-learning discussed by Broadbent.Broadbent suggests that “e-learning may reduce personal contact between instructors and learners and among the learners themselves-something that many learners highly value” (Broadbent, 2002, p. 398). E-learning courses demand the same type of engagement from instructors to motivate learning as traditional courses. A learner does not have to sacrifice instructor interaction or one on one instruction if the faculty member has online office hours.
Now the question that is on everyone’s mind is how the college will move from face-to-face learning to eLearning.
In order to maintain a consistency in eLearning practices and create equal learning opportunities eLearning needs to be implemented using a comprehensive learning centered approach. A learning centered approach with an internal support structure that addresses faculty and student needs will help minimize online retention challenges. Students who cannot see what they learn as being applicable in their world will tend to shy away from learning all together. Therefore, courses need to be treated with the hands on approach and be suitable for various learners with a wide range in learning styles. Ensuring that learning and teaching remains two way instead of just one way is helpful in the online environment. Identifying champions in technology and e-learning content will help get others on board with the e-learning initiative.Providing eLearning courses that accommodate their learning styles and address the stages of eLearning will engage the learners and make for more successful courses. Successful learning experiences come from course materials being combined in flexible, informal, self-paced, leader-led, and performance support tools learning environments. ELearning is not just about any one particular instructional design method, teaching style, or learning style.
Processes need to be in place that support existing e-learning development as well as guide new e-learning development. Instructional design process is better suited for those that have existing e-learning materials and are not new to e-learning development. The program management process is feasible when e-learning is being developed from the ground up without existing e-learning infrastructure. The college has a need for both e-learning material maintenance and development. It would be advantageous for the college to use a “blended approach in order to create and operate successful e-learning programs” (Broadbent, 2002, p.750). As technology changes and new courses come on board in the DM degree plan the eight step process becomes a habit rather than a process that faculty follow. “Scoping, analyzing, designing, developing, pilot testing, delivering, evaluating, and [then putting the course into a] maintenance [rotation]” (Broadbent, 2002, p.757) In order for a process to be successful it is important that all stakeholders understand where and how they affect the process by having a detailed plan that they can refer to as a guide.
A detailed plan allows for successful execution and implementation.
The college will start off by using this scalable approach to ensure that there is not an overload of courses being developed before sustainability is measured. The 8 step plan implements strategies that align with the 8 step process which will put the college on track to be able to employ eLearning with in selected departments. Scope = collect – Understanding the target audience is huge. In order for eLearning to be successful instructional designers and subject matter experts need to disseminate information to the correct audience, at the right time, and in the right amount and format for performance improvement (Messamore, 2011). Analyze =evaluate – Whatever technology is being used needs to support your cause. Technology evaluation entails more than ensuring if the technology usable and deployable. “We all know, technology means nothing if the organization refuses to use it” (Rosenberg, 2007, p.V). Technology is even more useless if the learner feels that the technology hinders and does not supports the desired learning out comes. Design =create - Not all course content is suitable for the online environment and all learning can no longer happen in a face-to-face environment. ELearning content needs to create flexibility and improve how instruction is delivered to learners. Develop =improve - Gathering feedback in regards to the challenges deployed learners face will give eLearning developers opportunities for implementing improvements. Test = test - Gathering responses from both beta and alpha testing is crucial in the implementation phase.Deliver = implement – Nothing is ever perfect the first go around therefore getting things developed and out therefore people to use is crucial Evaluate = assess - Without assessment one cannot improve learning. Maintain =sustain – ELearning courses should constantly be improved by implementing feedback and best practices.
Scope = collect – Military StudentsNVC has a growing number of students who are military. Military students often are sent out on long term and short term TDY’s which interferes with their ability to complete classes. This also keeps them from being able to learn in a face-to-face environment. Online video lectures may be a way to help them achieve equal learning opportunities. Analyze =evaluate – Video Lectures To give military personnel the ability to feel as if they are in a face-to-face environment having lectures recorded that demonstrated hand on activities would provide beneficial. This would also allow for shorter video segments instead of two hour true lectures which could be transcribed into text and simply read by the learner. Design =create – Segmented Videos Augmenting written text with video segments will help break up the monotony of the text and influence learning by association. For example, the written text explains a concept the video would show the concept in action. Develop =improve – Video and Digital Media folks Ensuring not only the video’s quality but various file type availability may need to be given to the professionals. The Video and digital media experts should provide various file video file formats and video encoding that make it possible for web viewing. Test = test – Military Students not deployedLaunching the online courses inside of a free LMS like Moodle will allow for initial kinks and bugs to be worked out. A student does not have to be overseas to experience network traffic. A lot of students live in rural areas and have those same issues. This could be then documented and improved upon before actual online military classes begin. Deliver = implement – Launch using Moodle & Sever Using the college’s existing server would allow for military students to have the online content available to them and allow the college not to incur any initial startup costs. Also, it would give the college a starting point to see if an LMS like Moodle provides all the features needed for courses that serve military personnel. Evaluate = assess – Student Survey at end of course Building in a survey that allows students to give initial qualitative feedback can be a starting point to assessing the effectiveness of the subject matter being provided. Ultimately later other quantitative measures can be used to determine technology feasibility in the course. Maintain =sustain – Run twice& cycle out for improvementLast but not least a course should be put into a two on and one off rotation which will allow for continuous improvement and feasibility determination. During the off cycle the course material can be updated and improved or the course can be archived if it is no longer suitable in the online environment.
There is a lot of work to be done but in the end the results will be worth it.
Investing in a learner’s individual goal will provide students with something they value and create an environment of investment and return. Students will invest their time if they see it as being beneficial and in return the college’s student reach will grow while truly accommodating all learners. As one can see it does not require different plans and processes to accommodate the various types of learners. A plan that is flexible and effective enough to accommodate all learners like the Gane’s model will help the college continue to provide opportunities for success. Through the implementation of eLearning NVC’s students will continue to experience NVC’s culture regardless of the type of student they are. Diversity is part of our culture and to serve this type of culture requires diverse methods which include eLearning.
